Rencana Pembelajaran Semester (RPS) Mata Kuliah: Cross Cultural Understanding (CCU)

Rencana Pembelajaran Semester (RPS)

Mata Kuliah: Cross Cultural Understanding (CCU)

Program Studi: PGSD / Pendidikan
Semester: 1 Semester (16 Pertemuan)
SKS: 2 SKS

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1. Deskripsi Mata Kuliah

Mata kuliah ini membahas konsep budaya, komunikasi lintas budaya, dinamika interaksi antarbudaya, serta penerapannya dalam konteks pendidikan dasar. Mahasiswa diharapkan mampu memiliki kompetensi sikap, pengetahuan, dan keterampilan dalam memahami serta mengelola keberagaman budaya.

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2. Capaian Pembelajaran Mata Kuliah (CPMK)

CPMK 1

Mahasiswa mampu menjelaskan konsep dasar budaya dan elemen-elemennya.

CPMK 2

Mahasiswa mampu menganalisis perbedaan budaya, dimensi budaya, dan potensi miskomunikasi.

CPMK 3

Mahasiswa mampu menerapkan strategi komunikasi lintas budaya dalam konteks pendidikan.

CPMK 4

Mahasiswa mampu menunjukkan sikap terbuka, empatik, dan menghargai keragaman budaya.

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3. Struktur CPMK → Sub-CPMK → TP (Tujuan Pembelajaran) per Pertemuan

Pertemuan 1 — Introduction to CCU

CPMK: 1
Sub-CPMK: Menjelaskan definisi budaya, CCU, dan urgensinya.
TP: Mahasiswa dapat mendeskripsikan budaya dan pentingnya CCU dalam konteks pendidikan.
Materi: Konsep budaya, definisi CCU.
Metode: Ceramah interaktif, diskusi.
Penilaian: Partisipasi (observasi).

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Pertemuan 2 — Elements of Culture

CPMK: 1
Sub-CPMK: Mengidentifikasi elemen budaya (nilai, norma, kepercayaan, artefak).
TP: Mahasiswa mampu menyebutkan dan memberi contoh elemen budaya.
Materi: Values, beliefs, customs, artifacts.
Metode: Diskusi, mind-mapping.
Penilaian: Tugas ringkas.

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Pertemuan 3 — Cultural Dimensions (Hofstede)

CPMK: 2
Sub-CPMK: Menganalisis dimensi budaya.
TP: Mahasiswa dapat membandingkan budaya berdasarkan dimensi Hofstede.
Materi: Individualism–collectivism, power distance, uncertainty avoidance.
Metode: Studi kasus, diskusi kelompok.
Penilaian: Presentasi mini.

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Pertemuan 4 — Communication Styles (Hall)

CPMK: 2
Sub-CPMK: Membedakan gaya komunikasi high context vs low context.
TP: Mahasiswa dapat memberi contoh perbedaan komunikasi antarbudaya.
Materi: High/low context communication.
Metode: Role-play, diskusi.
Penilaian: Observasi performa role-play.

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Pertemuan 5 — Cultural Identity & Stereotype

CPMK: 2 & 4
Sub-CPMK: Menjelaskan identitas budaya serta risiko stereotipe dan prasangka.
TP: Mahasiswa mampu mengkritisi contoh stereotipe.
Materi: Identitas budaya, stereotyping, prejudice.
Metode: Studi kasus, refleksi individu.
Penilaian: Refleksi tertulis.

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Pertemuan 6 — Barriers to Intercultural Communication

CPMK: 2
Sub-CPMK: Mengidentifikasi hambatan komunikasi antarbudaya.
TP: Mahasiswa dapat menganalisis penyebab miskomunikasi.
Materi: Ethnocentrism, anxiety, misunderstanding.
Metode: Diskusi, problem-based learning.
Penilaian: Analisis kasus.

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Pertemuan 7 — Intercultural Competence (Byram/Deardorff)

CPMK: 3 & 4
Sub-CPMK: Menjelaskan model kompetensi lintas budaya.
TP: Mahasiswa mampu menilai kompetensinya sendiri.
Materi: Model Byram, Deardorff.
Metode: Self-assessment, diskusi kelompok.
Penilaian: Lembar penilaian diri.

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Pertemuan 8 — UTS

Tes tulis / studi kasus.

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Pertemuan 9 — Culture in Education

CPMK: 3
Sub-CPMK: Menganalisis keberagaman budaya di kelas.
TP: Mahasiswa mampu merancang pendekatan pembelajaran sensitif budaya.
Materi: Budaya sekolah, hidden curriculum.
Metode: Diskusi, analisis video.
Penilaian: Tugas desain pembelajaran.

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Pertemuan 10 — Multicultural Classroom Management

CPMK: 3 & 4
Sub-CPMK: Menerapkan strategi manajemen kelas inklusif.
TP: Mahasiswa dapat memberi solusi untuk konflik budaya di kelas.
Materi: Pendekatan inklusif, diferensiasi.
Metode: Problem-solving, role-play.
Penilaian: Observasi & laporan.

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Pertemuan 11 — Intercultural Conflict & Resolution

CPMK: 3
Sub-CPMK: Mengidentifikasi dan menyelesaikan konflik lintas budaya.
TP: Mahasiswa mampu merumuskan strategi resolusi konflik.
Materi: Jenis konflik, teknik resolusi.
Metode: Studi kasus, diskusi kelompok.
Penilaian: Analisis kasus tertulis.

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Pertemuan 12 — Globalization & Cultural Change

CPMK: 2
Sub-CPMK: Menganalisis dampak globalisasi pada perubahan budaya.
TP: Mahasiswa dapat menjelaskan fenomena hybrid culture.
Materi: Global village, cultural hybridization.
Metode: Ceramah, diskusi artikel.
Penilaian: Ringkasan artikel.

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Pertemuan 13 — Intercultural Communication in Digital Spaces

CPMK: 3
Sub-CPMK: Menerapkan prinsip CCU di ruang digital.
TP: Mahasiswa memahami risiko miskomunikasi di media sosial.
Materi: Etika digital, misinformasi budaya.
Metode: Diskusi, studi kasus.
Penilaian: Tugas analisis.

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Pertemuan 14 — Case Studies of Cross Cultural Encounters

CPMK: 2 & 3
Sub-CPMK: Menganalisis fenomena nyata interaksi antarbudaya.
TP: Mahasiswa mampu melakukan evaluasi kritis kasus.
Materi: Film, berita, wawancara.
Metode: Presentasi kelompok.
Penilaian: Rubrik presentasi.

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Pertemuan 15 — Student Presentations (Final Project)

CPMK: 3 & 4
Sub-CPMK: Menyajikan profil budaya dan implikasinya untuk pembelajaran.
TP: Mahasiswa dapat menyusun Cultural Profile Project.
Materi: Proyek akhir.
Metode: Presentasi.
Penilaian: Penilaian proyek + presentasi.

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Pertemuan 16 — UAS

Tes tulis / portofolio.

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Jika ingin ditambahkan rubrik penilaian, CPMK-SubCPMK diagram, atau versi format BAN-PT/SIAT kampus, saya bisa lengkapi.

sore

 

Langit sore mulai memudar menjadi kelabu. Pemuda itu masih berdiri beberapa langkah dari makam kakaknya. Hujan sudah berubah menjadi gerimis, seperti air mata langit yang tak tega berhenti. Udara lembap menusuk tulang, tapi hatinya terasa lebih hangat — entah karena kenangan, atau karena bisikan lembut yang tadi seperti datang dari dalam batu nisan itu.

Dia menatap tanah yang mulai tergenang air.
“Mas… kalau aja kamu masih ada,” suaranya lirih. “Mungkin aku gak akan sepi kayak gini.”
Senyumnya getir, tipis sekali, nyaris tak terlihat.
“Mas tahu gak? Aku sekarang bahkan takut pulang ke rumah sendiri. Mama udah beda. Dia cuma lihat aku kayak beban.”

Dia menarik napas panjang.
Bayangan tentang rumah itu menyesakkan dada.
Suami baru ibunya selalu menatapnya dingin, penuh curiga, seolah kehadirannya adalah kesalahan. Dan adik tirinya… anak kesayangan yang selalu benar di mata semua orang.
Setiap kali dia mencoba bicara, semua berbalik menuduhnya.
‘Kamu keras kepala.’
‘Kamu gak tahu diri.’
‘Kamu selalu buat masalah.’

Dia memukul tanah dengan kepalan tangan. “Padahal aku cuma pengen didengar, Mas… cuma itu!”
Tangannya kotor, lumpur menempel di sela-sela jarinya. Tapi dia tak peduli.

Lalu, samar-samar, ia kembali mendengar suara itu.
Tenang. Hangat.
“Dik… Mas dulu juga pernah ngerasa sendirian.”
Pemuda itu terpaku.
“Mas dulu juga nangis diam-diam di kamar, tapi tetap senyum di depan kamu. Karena Mas gak mau kamu lihat Mas lemah.”

Air mata pemuda itu mengalir lagi. “Mas bohong… kamu selalu kuat.”
“Enggak,” suara itu seperti tertawa kecil. “Mas cuma pura-pura kuat supaya kamu punya tempat bersandar.”

Dia menunduk. Bibirnya bergetar. “Sekarang tempat itu udah gak ada, Mas.”
“Masih ada,” bisik suara itu lembut sekali. “Tempat itu sekarang di hati kamu.”

Sunyi kembali menyelimuti. Tapi kali ini, sunyi itu tak lagi menakutkan.
Dia memejamkan mata, membiarkan gerimis menyentuh wajahnya. Seolah setiap tetes membawa pesan dari kakaknya.

“Dik, hidup gak selalu adil. Tapi Mas pengen kamu terus jalan. Jangan berhenti cuma karena dunia nyakitin kamu. Kamu bukan sendirian.”

Pemuda itu tersenyum dalam tangisnya.
Dia berdiri, menatap nisan itu dengan mata yang masih merah, tapi lebih tegas dari sebelumnya.
“Mas, aku janji. Aku bakal kuat. Aku bakal terus jalan.”

Dia menunduk sekali lagi, lalu mengecup ujung nisan itu pelan.
“Terima kasih, Mas.”

Saat dia berbalik pergi, angin berhembus lembut dari arah nisan.
Bunga melati yang tadi ia letakkan terguncang sedikit — satu kelopak terlepas, terbawa angin, menari-nari di udara sebelum jatuh tepat di jalannya.

Pemuda itu melangkah pergi, menatap langit yang kini mulai memudar menjadi jingga.
Untuk pertama kalinya setelah sekian lama, dadanya terasa sedikit ringan.
Seolah beban yang selama ini menekannya… ikut terkubur bersama hujan, di sisi nisan yang mendengar.

 

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Interpersonal relationships

 

Interpersonal relationships play a crucial role in PhD education because research is not only an intellectual journey but also a social one. Building positive relationships with professors helps you gain academic guidance, research opportunities, and professional mentoring that shape your scholarly growth. Good relationships with classmates also provide emotional support, collaboration, and a sense of belonging in what can often be an isolating process. However, it’s understandable to find this challenging—especially if you are more comfortable working independently. You don’t have to become highly social; small steps such as engaging in academic discussions, asking thoughtful questions, or joining study groups can gradually strengthen your connections and make your PhD experience more meaningful and balanced.

Self-Determination Theory (SDT):

 

Self-Determination Theory (SDT):

Definition

Self-Determination Theory (SDT), developed by Edward L. Deci and Richard M. Ryan, is a psychological theory of motivation that emphasizes the role of intrinsic motivation, autonomy, and psychological needs in driving human behavior, learning, and well-being.

SDT proposes that people are most motivated and thrive when their basic psychological needs are satisfied.

Core Components

1. Types of Motivation
   Motivation is not just “present” or “absent”—SDT distinguishes between intrinsic and extrinsic motivation:
• Intrinsic motivation: Doing an activity for its inherent satisfaction (e.g., reading for pleasure, learning a new skill because it’s fun).
• Extrinsic motivation: Doing an activity to achieve an external outcome (e.g., studying for grades, working for money).
2. SDT further categorizes extrinsic motivation along a continuum:
• External regulation – Behavior controlled by external rewards/punishments.
• Introjected regulation – Behavior driven by internal pressures (guilt, shame, ego).
• Identified regulation – Behavior accepted as personally important.
• Integrated regulation – Behavior fully aligned with one’s values and sense of self.

1. Basic Psychological Needs
   SDT states that all humans have three innate psychological needs:

15 When these needs are fulfilled, motivation and well-being increase; when thwarted, motivation decreases, and psychological distress may occur.	4 Description	5 Effect if satisfied
6 Autonomy	7 Feeling in control of one’s own behavior and decisions	8 Increases intrinsic motivation and engagement
9 Competence	10 Feeling effective and capable in activities	11 Enhances mastery, confidence, and persistence
12 Relatedness	13 Feeling connected to others and having meaningful relationships	14 Supports emotional well-being and cooperation

1. Applications
   SDT has been widely applied in:
• Education: Supporting student autonomy and competence improves learning outcomes.
• Workplace: Enhancing employee autonomy and meaningfulness boosts engagement and job satisfaction.
• Health & Sports: Autonomy-supportive environments increase adherence to exercise, diet, and therapy.
• Technology & AI in learning: Gamification and adaptive tools work better when they support autonomy, competence, and relatedness.

1. Key Idea
   “People are naturally inclined to grow, learn, and develop, but optimal motivation and well-being depend on social environments that satisfy autonomy, competence, and relatedness.”

a clear table connecting Self-Determination Theory (SDT) to teaching strategies for a classroom context, especially relevant for elementary or higher education:

SDT Need	Definition	Classroom Strategies	Expected Student Outcomes
Autonomy	Feeling in control of one’s actions and choices	- Offer students meaningful choices in assignments or projects - Encourage self-directed learning and goal setting - Use open-ended questions rather than only directives	- Increased intrinsic motivation - Greater engagement - More creativity and ownership of learning
Competence	Feeling effective and capable in tasks	- Provide clear instructions and feedback - Scaffold learning for gradual mastery - Set achievable, challenging tasks	- Higher confidence in skills - Persistence in difficult tasks - Improved academic performance
Relatedness	Feeling connected to others and valued in social relationships	- Promote group work and collaboration - Build a supportive classroom environment - Encourage peer feedback and teacher-student rapport	- Greater sense of belonging - Enhanced cooperation and social skills - Emotional well-being and motivation

💡 Practical tip:
A teacher can combine all three by designing project-based learning: students choose a topic (autonomy), receive guidance and feedback to succeed (competence), and work in groups with discussion (relatedness). This maximizes motivation according to SDT.

a table connecting Self-Determination Theory (SDT) to AI-assisted learning, showing how generative AI tools can support autonomy, competence, and relatedness:

SDT Need	AI Application / Strategy	Example in Classroom	Expected Student Outcomes
Autonomy	AI offers personalized learning paths and choice	- AI tutoring systems let students choose topics or difficulty levels - Generative AI allows students to create their own content (stories, projects, presentations)	- Increased intrinsic motivation - Greater ownership of learning - Exploration of personal interests
Competence	AI provides immediate feedback and scaffolding	- AI tools give instant corrections in writing or math exercises - Adaptive AI suggests hints or resources when a student struggles	- Improved skill mastery - Boosted confidence - Persistence in challenging tasks
Relatedness	AI facilitates collaboration and connection	- AI-supported platforms enable group work with shared documents and AI suggestions - AI chatbots mediate peer discussions or mentor guidance	- Enhanced peer collaboration - Stronger sense of classroom community - Emotional support and engagement

💡 Practical tip:
Teachers can use AI not to replace instruction but to enhance SDT needs. For example, letting students generate their own quiz questions with AI supports autonomy and competence, while collaborating in AI-assisted group projects enhances relatedness.

a comprehensive table combining traditional teaching strategies and AI-assisted strategies through the lens of Self-Determination Theory (SDT):

SDT Need	Traditional Teaching Strategies	AI-Assisted Learning Strategies	Expected Student Outcomes
Autonomy	- Offer choices in assignments or projects - Encourage self-directed learning - Use open-ended questions	- AI tutoring systems allow topic/difficulty selection - Generative AI enables creation of stories, presentations, or projects	- Greater ownership of learning - Increased intrinsic motivation - Exploration of personal interests
Competence	- Provide clear instructions and feedback - Scaffold learning for mastery - Set achievable, challenging tasks	- AI gives instant feedback on exercises - Adaptive AI offers hints or resources when students struggle	- Improved mastery of skills - Boosted confidence - Persistence in challenging tasks
Relatedness	- Promote group work and collaboration - Build supportive classroom environment - Encourage peer feedback and teacher-student rapport	- AI platforms support collaborative projects - AI chatbots facilitate peer discussions or mentor guidance	- Enhanced collaboration - Stronger sense of classroom community - Emotional support and engagement

💡 Key Insight:
AI tools amplify traditional teaching strategies rather than replace them. By intentionally designing activities that satisfy autonomy, competence, and relatedness, teachers can maximize student motivation and engagement in both in-person and hybrid learning environments.